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Darani SA, Gajaria A, Singhal N, Ho C, Rawle F. Teaching Psychiatry Faculty to Address Unconscious Bias: Implementation of a Large-Scale Intervention. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2025; 49:157-162. [PMID: 38982029 DOI: 10.1007/s40596-024-02012-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Accepted: 06/26/2024] [Indexed: 07/11/2024]
Affiliation(s)
| | | | | | - Certina Ho
- University of Toronto, Toronto, ON, Canada
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Mukhopadhyay B, Thambinathan V, Kinsella EA. Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2025; 30:359-381. [PMID: 38874647 PMCID: PMC11965230 DOI: 10.1007/s10459-024-10343-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 05/19/2024] [Indexed: 06/15/2024]
Abstract
Since 2020, brought to the forefront by movements such as Black Lives Matter and Idle No More, it has been widely acknowledged that systemic racism contributes to racially differentiated health outcomes. Health professional educators have been called to address such disparities within healthcare, policy, and practice. To tackle structural racism within healthcare, one avenue that has emerged is the creation of medical education interventions within postgraduate residency medical programming. The objective of this scoping review is to examine the current literature on anti-racist educational interventions, that integrate a systemic or structural view of racism, within postgraduate medical education. Through the identification and analysis of 23 papers, this review identified three major components of interest across medical interventions, including (a) conceptualization, (b) pedagogical issues, and (c) outcomes & evaluation. There were overlapping points of discussion and analysis within each of these components. Conceptualization addressed how researchers conceptualized racism in different ways, the range of curricular content educators chose to challenge racism, and the absence of community's role in curricular development. Pedagogical issues addressed knowledge vs. skills-based teaching, and tensions between one-time workshops and integrative curriculum. Outcomes and evaluation highlighted self-reported Likert scales as dominant types of evaluation, self-evaluation in educational interventions, and misalignments between intervention outcomes and learning objectives. The findings are unique in their in-depth exploration of anti-racist medical interventions within postgraduate medical education programming, specifically in relation to efforts to address systemic and structural racism. The findings contribute a meaningful review of the current state of the field of medical education and generate new conversations about future possibilities for a broader anti-racist health professions curriculum.
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Affiliation(s)
- Baijayanta Mukhopadhyay
- Office of Social Accountability and Community Engagement, Faculty of Medicine and Health Sciences, Institute of Health Sciences Education, McGill University, Montreal, QC, Canada.
| | - Vivetha Thambinathan
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada.
| | - Elizabeth Anne Kinsella
- Department of Equity, Ethics and Policy, Faculty of Medicine and Health Sciences, Institute of Health Sciences Education, McGill University, Montreal, QC, Canada
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Smith S, Yaghoubian S, Wecksell M. New US State Laws Conflict With ACGME Common Program Requirements. J Grad Med Educ 2025; 17:159-161. [PMID: 40417090 PMCID: PMC12096118 DOI: 10.4300/jgme-d-24-00647.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/27/2025] Open
Affiliation(s)
- Sarah Smith
- Sarah Smith, MD, MS, is an Associate Clinical Professor of Anesthesiology, New York Medical College, and Residency Program Director, Department of Anesthesiology, Westchester Medical Center, Valhalla, New York, USA
| | - Saman Yaghoubian
- Saman Yaghoubian, DO, is an Assistant Clinical Professor of Anesthesiology, New York Medical College, Valhalla, New York, USA
| | - Matthew Wecksell
- Matthew Wecksell, MD, is an Associate Clinical Professor of Anesthesiology and Neurosurgery, New York Medical College, Valhalla, New York, USA
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Huang G, Wang C, Rosenzweig T, Moquin R, Markowitz S, Ablordeppey E. Enhancing Anesthesiology: A Survey of Diversity, Equity, and Inclusion in Residency Curricula. THE JOURNAL OF EDUCATION IN PERIOPERATIVE MEDICINE : JEPM 2025; 27:E736. [PMID: 40207081 PMCID: PMC11978220 DOI: 10.46374/volxxvii_issue1_ablordeppey] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/11/2025]
Abstract
Background Despite national recognition of diversity, equity, and inclusion (DEI) training in graduate medical education, the current landscape of DEI curricula across anesthesiology residencies is poorly understood. We surveyed anesthesiology residency programs to evaluate how DEI education is implemented and assessed. Methods We conducted a cross-sectional survey of all 164 Accreditation Council for Graduate Medical Education-accredited anesthesiology residency programs. The survey was developed, and data were collected using the Research Electronic Data Capture (REDCap) tool. Program characteristics and departmental attitudes toward DEI were collected on a 5-point Likert scale. Univariate and bivariate analysis models were used to generate a descriptive report of responses. Content analysis was used to identify additional themes from open-ended responses. Results Fifty-three (32%) program directors responded to the survey. As their primary practice setting, 71.7% of programs were university-based, 18.9% community-based university- associated, and 9.4% community-based programs. A DEI curriculum was reported in 64.2% of programs with the median year of implementation in 2020 and the median hours spent per academic year on DEI content was 2.0 to 3.5 (range, 1-20). Of programs without a DEI curriculum, 68.4% indicated interest in implementing one. Of those with a DEI curriculum, common learning activities were case-based discussion, web-based learning, classroom learning, and simulations. The most common barriers to implementation included educational expertise, time for residents, and time for faculty. Only 11.5% (n = 3) of programs assessed outcomes from their curricula, most using pre-post surveys. Conclusions This study found that the presence of a DEI curriculum in anesthesiology residencies is relatively new, heterogeneous, and nonstandardized, and that outcomes are rarely measured.
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Affiliation(s)
- Grace Huang
- The following authors are in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO: Enyo Ablordeppey is an Associate Professor and Associate Vice Chair of Diversity, Equity, and Inclusion and also an Associate Professor in the Department of Emergency Medicine, Washington University in St Louis, St Louis, MO; Tiffany Rosenzweig is a Senior Research Coordinator; Rachel Moquin is an Associate Professor, Director of Learning and Development, and Associate Vice Chair of Faculty and Educator Development; At the time of this study, Grace Huang and Chris Wang were Medical Students at Washington University in St Louis, St Louis, MO; they are now Residents in the Department of Anesthesiology, Columbia University, New York, NY. Scott Markowitz was formerly a Professor and Vice Chair of Professional Development and Diversity, Equity, and Inclusion in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO
| | - Chris Wang
- The following authors are in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO: Enyo Ablordeppey is an Associate Professor and Associate Vice Chair of Diversity, Equity, and Inclusion and also an Associate Professor in the Department of Emergency Medicine, Washington University in St Louis, St Louis, MO; Tiffany Rosenzweig is a Senior Research Coordinator; Rachel Moquin is an Associate Professor, Director of Learning and Development, and Associate Vice Chair of Faculty and Educator Development; At the time of this study, Grace Huang and Chris Wang were Medical Students at Washington University in St Louis, St Louis, MO; they are now Residents in the Department of Anesthesiology, Columbia University, New York, NY. Scott Markowitz was formerly a Professor and Vice Chair of Professional Development and Diversity, Equity, and Inclusion in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO
| | - Tiffany Rosenzweig
- The following authors are in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO: Enyo Ablordeppey is an Associate Professor and Associate Vice Chair of Diversity, Equity, and Inclusion and also an Associate Professor in the Department of Emergency Medicine, Washington University in St Louis, St Louis, MO; Tiffany Rosenzweig is a Senior Research Coordinator; Rachel Moquin is an Associate Professor, Director of Learning and Development, and Associate Vice Chair of Faculty and Educator Development; At the time of this study, Grace Huang and Chris Wang were Medical Students at Washington University in St Louis, St Louis, MO; they are now Residents in the Department of Anesthesiology, Columbia University, New York, NY. Scott Markowitz was formerly a Professor and Vice Chair of Professional Development and Diversity, Equity, and Inclusion in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO
| | - Rachel Moquin
- The following authors are in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO: Enyo Ablordeppey is an Associate Professor and Associate Vice Chair of Diversity, Equity, and Inclusion and also an Associate Professor in the Department of Emergency Medicine, Washington University in St Louis, St Louis, MO; Tiffany Rosenzweig is a Senior Research Coordinator; Rachel Moquin is an Associate Professor, Director of Learning and Development, and Associate Vice Chair of Faculty and Educator Development; At the time of this study, Grace Huang and Chris Wang were Medical Students at Washington University in St Louis, St Louis, MO; they are now Residents in the Department of Anesthesiology, Columbia University, New York, NY. Scott Markowitz was formerly a Professor and Vice Chair of Professional Development and Diversity, Equity, and Inclusion in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO
| | - Scott Markowitz
- The following authors are in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO: Enyo Ablordeppey is an Associate Professor and Associate Vice Chair of Diversity, Equity, and Inclusion and also an Associate Professor in the Department of Emergency Medicine, Washington University in St Louis, St Louis, MO; Tiffany Rosenzweig is a Senior Research Coordinator; Rachel Moquin is an Associate Professor, Director of Learning and Development, and Associate Vice Chair of Faculty and Educator Development; At the time of this study, Grace Huang and Chris Wang were Medical Students at Washington University in St Louis, St Louis, MO; they are now Residents in the Department of Anesthesiology, Columbia University, New York, NY. Scott Markowitz was formerly a Professor and Vice Chair of Professional Development and Diversity, Equity, and Inclusion in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO
| | - Enyo Ablordeppey
- The following authors are in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO: Enyo Ablordeppey is an Associate Professor and Associate Vice Chair of Diversity, Equity, and Inclusion and also an Associate Professor in the Department of Emergency Medicine, Washington University in St Louis, St Louis, MO; Tiffany Rosenzweig is a Senior Research Coordinator; Rachel Moquin is an Associate Professor, Director of Learning and Development, and Associate Vice Chair of Faculty and Educator Development; At the time of this study, Grace Huang and Chris Wang were Medical Students at Washington University in St Louis, St Louis, MO; they are now Residents in the Department of Anesthesiology, Columbia University, New York, NY. Scott Markowitz was formerly a Professor and Vice Chair of Professional Development and Diversity, Equity, and Inclusion in the Department of Anesthesiology, Washington University in St Louis, St Louis, MO
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Henderson MC, Restrepo MI, Henderson D. The March to Health Equity and Justice in Pulmonary and Critical Care Medicine. ATS Sch 2024; 5:492-499. [PMID: 39822227 PMCID: PMC11734686 DOI: 10.34197/ats-scholar.2024-0028ps] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2024] [Accepted: 07/03/2024] [Indexed: 01/19/2025] Open
Abstract
Training programs in pulmonary and critical care medicine have greatly expanded in the past decade, yet they do not reflect the racial/ethnic and economic diversity of the United States, which has significant implications for health equity. The lack of representation across medical education is likely to worsen with the recent Supreme Court decision banning affirmative action. The authors review health disparities in pulmonary and critical care medicine, the relationship of the workforce to health equity, and 10 tactics for addressing this urgent public health issue.
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Affiliation(s)
- Mark C. Henderson
- Division of General Medicine, Department of Internal Medicine, University of California Davis Health, Sacramento, California
| | - Marcos I. Restrepo
- Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Texas Health Center at San Antonio and the South Texas Veterans Health Care System, San Antonio, Texas; and
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Wright V, Hirschfeld W, Walker E, Klein E, White K, Bunin J. Implementation of a "Health Equity Rounds" Curriculum in a Military Internal Medicine Residency Program: A Pilot Study. Mil Med 2024; 189:2298-2302. [PMID: 38771109 DOI: 10.1093/milmed/usae236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Revised: 03/27/2024] [Accepted: 04/17/2024] [Indexed: 05/22/2024] Open
Abstract
INTRODUCTION Health disparities in the Military Health System (MHS) have been consistently documented despite the system ensuring equal access to care for its beneficiaries. Research has shown that social, economic, and political factors (i.e., Social Determinants of Health) and health care-specific factors like provider bias and systemic discrimination are key drivers of health disparities in the general population. Medical education focused on introducing these concepts using case-based learning has led to effective learning of health equity terminology. However, a significant gap exists in identifying optimal teaching approaches to develop skills to recognize these factors in actual clinical cases. This begs the million-dollar question: can case-based learning help trainees acquire the skills needed to identify the main factors contributing to health disparities in the MHS? MATERIALS AND METHODS A longitudinal case-based curriculum was developed in which clinical cases from the Internal Medicine Wards, Medical Intensive Care Unit, or General Internal Medicine Clinic at the National Capital Consortium were solicited from trainees and analyzed for evidence of health care provider bias and systemic forms of discrimination using small groups. The National Capital Consortium Internal Medicine Residency Program implemented this pilot study in November 2021. A retrospective pretest-posttest survey assessing trainee reactions to the curriculum and changes in self-reported confidence in skills was used for curriculum assessment. Survey data were analyzed using a paired samples t-test. RESULTS The survey was administered during the last session of the 2022-2023 academic year, with 14 of the 23 available trainees completing it: a 60.8% response rate. Overall, 93% reported that the cases selected that academic year were engaging; the skills they were taught were practice-changing, and the educational value of the curriculum was good, very good, or excellent. Confidence ratings, assessed via a 5-point Likert Scale, demonstrated a statistically significant increase in self-reported confidence in the following skill domains with large effect sizes: identification of bias and systemic discrimination in clinical cases-change in mean: 1.07 (Pre: 3.29, Post: 4.36), P < .001, g = 1.38; recognizing and mitigating personal biases-change in mean: 0.71 (Pre: 3.50, Post: 4.21), P <.001, g = 1.10; participating in a discussion about health care provider bias and systemic discrimination-change in mean: 0.79 (Pre: 3.57, Post: 4.36), P = .001, g = 1.06; and leading a discussion about bias and systemic discrimination-change in mean: 1.00 (Pre: 2.93, Post: 3.93), P = .002, g = 0.98. CONCLUSIONS As the need to address health disparities in the United States becomes more pressing, so does the need for military physicians to recognize the drivers of these disparities within the MHS. Results from this pilot study of Health Equity Rounds suggest that case-based learning may be an optimal teaching approach to improve the skills of military Internal Medicine trainees in identifying and recognizing the impact of health care provider bias and systemic discrimination on clinical cases from the MHS.
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Affiliation(s)
- Veronica Wright
- Combined Internal Medicine/Psychiatry Residency Program, National Capital Consortium, Walter Reed National Military Medical Center, Bethesda, MD 20889, USA
| | - William Hirschfeld
- Internal Medicine Residency Program, National Capital Consortium, Walter Reed National Military Medical Center, Bethesda, MD 20889, USA
| | - Erika Walker
- Internal Medicine Residency Program, National Capital Consortium, Walter Reed National Military Medical Center, Bethesda, MD 20889, USA
| | - Ezra Klein
- Neurology Residency Program, National Capital Consortium, Walter Reed National Military Medical Center, Bethesda, MD 20889, USA
| | - Kevin White
- Marine Corps Base Camp Lejeune, Camp Lejeune, NC 28542, USA
| | - Jessica Bunin
- Uniformed Services University of the Health Sciences, Bethesda, MD 20889, USA
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7
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Rosenblatt AE, Lo MC, Fane LS, Dent DL, George KE. Diversity, Equity, and Inclusion Efforts in Graduate Medical Education: Identifying Opportunities for Collaborative Learning. J Grad Med Educ 2024; 16:525-529. [PMID: 39416414 PMCID: PMC11475428 DOI: 10.4300/jgme-d-23-00867.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Revised: 04/05/2024] [Accepted: 07/01/2024] [Indexed: 10/19/2024] Open
Abstract
Background Physician-patient racial and cultural concordance is essential to address health care disparities. Yet, limited literature on diversity, equity, and inclusion (DEI) outcomes in graduate medical education (GME) suggests the need for high-yield DEI resources. Objectives To describe and identify DEI efforts by US residency program director (PD) associations and areas for collaboration among the GME community. Methods Through bimonthly teleconferences and 5 iterative revisions from June to September 2022, the DEI workgroup of the US Organization of PD Associations developed a 17-question needs assessment survey to investigate DEI activities across residency PD associations, which was delivered twice electronically from September to November 2022 to 30 specialty PD association representatives. Results Survey response rate was 73% (22 of 30). Specialties track resident demographics more than PD demographics (11 of 22, 50% vs 7 of 22, 32%). Tracked demographics vary and include race, gender, and sexual orientation. Most PD associations have DEI committees (16 of 22, 73%) implementing various initiatives, the most common of which was providing resources to ensure diverse representation (11 of 16, 69%). Most specialties provide residency recruitment resources (14 of 22, 64%) and funding for visiting rotations or mentorship for underrepresented trainees (12 of 22, 54%). Resources for pipeline programs (7 of 22, 32%) and retention of diverse residents (7 of 22, 32%) were less common. Faculty development training focused more on teaching DEI to residents (14 of 22, 64%) than on teaching health disparities (7 of 22, 32%). Conclusions Our study demonstrates substantial DEI interventions among specialty PD associations. Yet, educational gaps exist in specific DEI content, faculty development, and curricular dissemination.
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Affiliation(s)
- Adena E. Rosenblatt
- Adena E. Rosenblatt, MD, PhD, is Program Director, Dermatology Residency Program, Section of Dermatology, Department of Medicine and Pediatrics, University of Chicago, Chicago, Illinois, USA
| | - Margaret C. Lo
- Margaret C. Lo, MD, is Associate Program Director, Internal Medicine Residency Program, Department of Medicine, University of Florida College of Medicine, Malcom Randall VAMC, Gainesville, Florida, USA
| | - Lauren S. Fane
- Lauren S. Fane, BS, is a Medical Student, Case Western Reserve School of Medicine, Cleveland, Ohio, USA
| | - Daniel L. Dent
- Daniel L. Dent, MD, is Vice Chair for Education, Department of Surgery, University of Texas Health San Antonio, San Antonio, Texas, USA; and
| | - Karen E. George
- Karen E. George, MD, MPH, is Associate Dean for Students, Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
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Bishay AE, Hughes NC, Zargari M, Paulo DL, Bishay S, Lyons AT, Morkos MN, Ball TJ, Englot DJ, Bick SK. Disparities in Access to Deep Brain Stimulation for Parkinson's Disease and Proposed Interventions: A Literature Review. Stereotact Funct Neurosurg 2024; 102:179-194. [PMID: 38697047 PMCID: PMC11152032 DOI: 10.1159/000538748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 03/28/2024] [Indexed: 05/04/2024]
Abstract
BACKGROUND Deep brain stimulation (DBS) is an effective therapy for Parkinson's disease (PD), but disparities exist in access to DBS along gender, racial, and socioeconomic lines. SUMMARY Women are underrepresented in clinical trials and less likely to undergo DBS compared to their male counterparts. Racial and ethnic minorities are also less likely to undergo DBS procedures, even when controlling for disease severity and other demographic factors. These disparities can have significant impacts on patients' access to care, quality of life, and ability to manage their debilitating movement disorders. KEY MESSAGES Addressing these disparities requires increasing patient awareness and education, minimizing barriers to equitable access, and implementing diversity and inclusion initiatives within the healthcare system. In this systematic review, we first review literature discussing gender, racial, and socioeconomic disparities in DBS access and then propose several patient, provider, community, and national-level interventions to improve DBS access for all populations.
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Affiliation(s)
- Anthony E Bishay
- Vanderbilt University School of Medicine, Nashville, Tennessee, USA,
| | - Natasha C Hughes
- Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Michael Zargari
- Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Danika L Paulo
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Steven Bishay
- Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | | | - Mariam N Morkos
- Arizona College of Osteopathic Medicine, Glendale, Arizona, USA
| | - Tyler J Ball
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Dario J Englot
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Biomedical Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Sarah K Bick
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Biomedical Engineering, Vanderbilt University, Nashville, Tennessee, USA
- Department of Psychiatry, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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Morrison KT, Bailey FA, Nowels D, Scott MC. A Report on the Innovative University of Colorado Community Hospice and Palliative Medicine Fellowship. J Palliat Med 2024; 27:400-404. [PMID: 38133545 DOI: 10.1089/jpm.2023.0286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2023] Open
Abstract
Background: Predictive health services modeling signals a shortage of board-certified Hospice and Palliative Medicine (HPM) physicians. Methods: This article introduces the Community Hospice and Palliative Medicine (CHPM) Fellowship, an Accreditation Council for Graduate Medical Education (ACGME) Advancing Innovation in Residency Education (AIRE) project designed to enable mid-career physicians (at least five years out from residency or fellowship) to achieve eligibility for board certification in HPM. Results: From 2020 to 2023, 24 fellows have completed or are currently participating in the CHPM fellowship which is evaluated using the Kirkpatrick model. Conclusion: This program shows promise in addressing the impending HPM workforce shortage by allowing physicians to complete a fellowship in their local communities.
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Affiliation(s)
- Katherine T Morrison
- Division of General Internal Medicine, Department of Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - F Amos Bailey
- Division of General Internal Medicine, Department of Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - David Nowels
- Department of Family Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Maurice C Scott
- Division of General Internal Medicine, Department of Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
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Wykowski JH, Kelly ME, Tong HH, Osobamiro OO, Albert TJ. An Opportunity for Change: Principles for Reforming Internal Medicine Inpatient Conferences. J Gen Intern Med 2024; 39:481-486. [PMID: 37989816 PMCID: PMC10897115 DOI: 10.1007/s11606-023-08399-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 08/24/2023] [Indexed: 11/23/2023]
Abstract
Inpatient educational conferences are a key part of internal medicine residency training. Many residencies made conferences virtual during the COVID-19 pandemic, and are now returning to in-person sessions. As we navigate this change, we can seize this opportunity to re-evaluate the role that inpatient conferences serve in resident education. In this paper, we briefly review the history of inpatient educational conferences before offering five recommendations for improvement. Our recommendations include grounding conference formats in educational theory, leveraging the expertise of all potential educators, broadening content to include health equity and justice throughout all curricula, and explicitly focusing on cultivating community among participants. Recognizing that each residency program is different, we anticipate that these recommendations may be implemented differently based on program size, available resources, and current institutional practices. We also include examples of prior successful curricular reforms aligned with our principles. We hope these recommendations ensure inpatient conferences continue to be a central part of residency education for future generations of internal medicine residents.
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Affiliation(s)
- James H Wykowski
- Department of Medicine, School of Medicine, University of Washington, Seattle, WA, USA.
| | - Molly E Kelly
- Department of Medicine, School of Medicine, University of Washington, Seattle, WA, USA
| | - Hao H Tong
- Department of Medicine, School of Medicine, University of Washington, Seattle, WA, USA
| | | | - Tyler J Albert
- Department of Medicine, School of Medicine, University of Washington, Seattle, WA, USA
- Veterans Affairs Puget Sound Healthcare System, Seattle, WA, USA
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Borum ML, Onumah C. To the Editor: Assessing Outcomes of Diversity Curricula in Graduate Medical Education Is Necessary to Decrease Health Care Disparities. J Grad Med Educ 2023; 15:610-611. [PMID: 37781432 PMCID: PMC10539150 DOI: 10.4300/jgme-d-23-00576.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/03/2023] Open
Affiliation(s)
- Marie L Borum
- Professor of Medicine, and Director, Division of Gastroenterology and Liver Diseases, Department of Medicine, The George Washington University Medical Center
| | - Chavon Onumah
- Associate Professor of Medicine, and Director, Internal Medicine Residency Program, Department of Medicine, The George Washington University Medical Center
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12
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Carter K, Ahn J. A systematic approach to tackling racism in emergency medicine: A commentary on the executive summary of the SAEM 2022 consensus conference. Acad Emerg Med 2023; 30:782-785. [PMID: 37102988 DOI: 10.1111/acem.14746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 04/23/2023] [Indexed: 04/28/2023]
Affiliation(s)
- Keme Carter
- Section of Emergency Medicine, University of Chicago Medicine, Chicago, Illinois, USA
- Biological Sciences Division, Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - James Ahn
- Section of Emergency Medicine, University of Chicago Medicine, Chicago, Illinois, USA
- Biological Sciences Division, Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
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